2. HEATHER BAKER MAY 2008 Just Who Do You Think You Are? And What Do You Stand For? A Middle School Identity WebQuest ‘ The only thing necessary for the triumph of evil is for good men to do nothing.’ Attributed to Edmund Burke, English philosopher (1729-1797)

3. Introduction What Do You Stand For? Have you ever wondered how things changed in the world? Why did we suddenly believe that the world was round? Why did the United States revolt from England? Why did slavery finally end? Why have some people in the past and present stood up when other people have sat down? How have people resisted evil and injustice and stood up for what they believed in? This WebQuest is intended to help you consider how risk- takers and nonconformists were involved in the change in the questions above and for YOU to do some minds-on thinking about this question: What do YOU care about enough that you would risk death (social or physical) for it?

4. Process Here are some KINDS of thinking you’ll be doing during this WebQuest: Predicting Questioning Collaborating Comparing Supporting & Proving Verifying Creating  Whenever you see a box, it means you need to DO something.

5. Task 1 What Do You Stand For? What do you know about nonconformity and resistance? To fully participate in this WebQuest, it’s important that you understand these terms. Working with 1-2 other people, fill out Form A OR Form B using web sites on the next pages. The goal is to go BEYOND the dictionary definition and build a rich understanding of these words.Form AForm B 1 COLLECT a variety of information from several different sources 2 COMBINE them in one place. Look at a word from a variety of angles and explore the possibilities. 3 Use TEAMWORK to gather information (share the work).

6. Are you a nonconformist? FORM A: What is a NONCONFORMIST?  For roots/prefixes/suffixes, go to this site and scroll down the list: http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_root s/transition.html http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_root s/transition.html  For a basic definition, go here: http://www.thefreedictionary.com/nonconformist  Scroll down for synonyms here: http://www.yourdictionary.com/nonconformist  (This one is about conformity—sometimes understanding the opposite helps us better see what we’re looking at.) http://en.wikipedia.org/w/index.php?title=Conformity_%28psycholog y%29&oldid=210486629

7. Is a “resister” the same as a “nonconformist”? Are resistance and nonconformity good or bad? When? FORM B: What does it mean to RESIST?  Merriam-Webster Dictionary (resistance) Merriam-Webster Dictionary  Answers.com (scroll down to the thesaurus for synonyms) Answers.com  Free Dictionary (resister) Free Dictionary  Go to the Pioneer Online Library and then go to the Visual Thesaurus. See what you can find there.Pioneer Online Library Don’t be afraid to follow synonyms and antonyms OF synonyms and antonyms to extend meaning in your head—you’ll need to verify if it “fits,” though.

8. Making the Connection Now that you’ve got an understanding of your word, meet with someone who has the other word and compare.  Is a “resister” the same as a “nonconformist”? What is similar? What is different?  Are resistance and nonconformity good or bad? How or When?  Are there other words that come to mind that RELATE to these two words?

9. Task 2 What Do You Stand Against ? Why do you think more people DON’T say something about things that they believe are wrong or unfair? How do you resist or protest against something bigger and more powerful than you are? As part of this WebQuest, let’s look at a couple of historical situations where people stood up to a force more powerful than themselves and resisted against evil and social injustice.

10. Task 2 Things to Do: You’ll need this thinking sheet.thinking sheet  In a group of 2-3, PREDICT possible reasons why people didn’t resist more to their terrible circumstances AND/OR PREDICT Why more “good” people didn’t stand up and say, “This isn’t right.” (Your teacher will help determine which group you research.)  With a small group approved by your teacher, fill out the FIRST column  After filling out the sheet, go to the links on the following pages to check the accuracy of your predictions. Use the facts you find to fill out the SECOND column. 1 Make predictions based on past experience and background knowledge and seek to verify, confirm, or disprove the accuracy of those predictions. 2 Increase background knowledge of the Holocaust and the Underground Railroad. 3 Recognize patterns and make connections between information. 4 Explain the difference between a primary source and a secondary source when doing research.

11. Primary & Secondary Sources Primary Sources  Examples: newspapers, diaries, autobiographies, objects & artifacts, music, speeches, photographs Click here for more information about these different sources.here Secondary Sources  Examples: encyclopedias, textbooks, biographies, commentaries about past events Go to this website about Dachau and view a photo essay. Better yet, read the comments. What kind of source is this? Dachau Both PRIMARY and SECONDARY resources are useful when doing research. However, please be aware that they require different kinds of thinking when you use them and yield different kinds of information.

12. The Holocaust (6 million Jews were killed… of 9 million living in Europe) Is It Any Of Your Business? Shoes of victims at Belzec Extermination Camp. http://www.phdn.org/histgen/schmitz/belzec01.html Resistance during the Holocaust

13. Click on the link above. It will take you to a PDF guide about resistance from the United States Holocaust Memorial Museum.  Look carefully at the pictures on the first two pages. (Note: these pictures are primary sources.) What do you notice or observe?  Read the introduction. This document is a secondary source, but it includes pieces of primary source documents. Can you find one?  Read pages 5-7 (the page numbers on the actual pamphlet pages) that explains obstacles to resistance. Compare them with your predictions on your thinking sheet. Record them for future reference.

14. The Underground Railroad (Slavery was legal in the U.S. until 1863) Eyewitness to History Eyewitness to History Is There Power In One? This is a photograph showing a group of Slaves. The photograph was taken in May, 1862 in Cumberland Landing, Virginia. http://www.sonofthesouth.net/slavery/photographs/slaves.htm

15. Eyewitness to History Follow the link above to an interactive website with autobiographical data about the Underground Railroad and the stories several people who escaped from slavery.  Read the introduction (center of the main page) to understand how this page works.  On the right side of this page is a list of names of people who escaped slavery. Decide which people each person in your group is going to read about. (Each person in your group should read the stories of at least 2 people ) and read their stories.  See if you can find the factors that influenced their decision to escape. Look at what made them want to stay and what compelled them to leave. Compare what you find to your predictions on the thinking sheet and record the reasons you find in your reading. (After you’ve all had a chance to read, share the experiences of your different people looking for similarities and differences.)

16. Will YOU Make Any Difference? Up-stander (up’stand-der) n. An individual, group or institution that chooses to take a positive stand and act on behalf of themselves and others.  Watch the video clip or read the transcript below to learn more about upstanders. Upstanders (YouTube 3:30) Transcript of the Video Is an up-stander a conformist and/or a resister? Upstanders (YouTube 3:30) Transcript of the Video Does someone HAVE to be one of those in order to be an “upstander”?

17. Task 3 (Socratic Seminar) Questions for Consideration & Thoughtful Response A Socratic Seminar is a chance for us to talk together. You are in charge of the conversation; the teacher is just there to facilitate, not contribute.  Fill out the tally form for the person sitting directly in front of you and for the person on each side of that person. (Your contributions to the discussion will be evaluated in the same way.)tally form  Use the questions on the next page as starting points for conversation; they are posted there so that you can think about them beforehand. **What other questions might be interesting to discuss? Come up with a few of your own that you have been wondering about or would like to talk about with the group.** 1 SYNTHESIZE some of the things you’ve read and seen and test and extend your ideas against others’ ideas. 2 OBSERVE and TRACK/RECORD the participation of others in a discussion. 3 THINK of/CREATE questions of your own. (Don’t rely on second-hand thinking.)

18. Starting Points for Socratic Seminar Is being a nonconformist (or a conformist, for that matter) GOOD or BAD? Why? Which characteristics of nonconformists do you most admire? What are some “problematic” characteristics of nonconformists? Who do you know (or view) as a nonconformist or upstander who is working for change? Do you agree or disagree with what they are trying to do? From the readings you did about the Underground Railroad and the Holocaust, what about the experience of the resisters stays with you? What won’t you forget? What do you think are some of the hardest things about being a “resister” or trying to bring about change? What (if anything) does any of this have to do with YOU?

19. SO— YOU’VE BEEN EXPLORING AND COMPARING AND EXTENDING AND SYNTHESIZING. IT ALL COMES DOWN TO THIS: TASK 4 PUTTING IT ALL TOGETHER Thought Action BE the Change You Want to See In the World.* *Mahatma Gandhi WHAT DO YOU PERSONALLY BELIEVE IN ENOUGH TO “STAND UP” FOR IT, EVEN WHEN IT’S DIFFICULT, TERRIFYING, OR DEADLY?

20. Task 4 (Final Projects: Pick ONE)  Option 1: Write a “This I Believe” ESSAY Go to "This I Believe" Essays; read (or listen to) a few to get a feel for what they are."This I Believe" Essays For specific guidelines, go to "This I Believe" Essay Writing Tips"This I Believe" Essay Writing Tips  Option 2: Create an Award NOMINATION  Nominate someone you know (in the school or community) that you consider to be an “upstander.” What has this person done (or are they currently doing) that qualifies them to be considered an upstander?  How do you know this person?  What good has come from their choice to act and make a difference?  The final product should be a detailed and professional application NOMINATION, not a journal entry. (Option: often “awards” are named for a person who exemplifies the trait or accomplishment being awarded. Who is the inspiration for the award of your nomination?)  Option 3 Write a PROPOSAL for CHANGE Think about what you are passionate about or believe strongly (see yourself as an “Upstander”). Write a PROPOSAL explaining what you envision doing about the problem or concern.  Define the problem you see.  Make a list of possible actions to address or improve the problem.  Do you need help from organizations or volunteers? How do you envision your action could improve your family, school, community, world?  Option 4 Write a BIOGRAPHICAL SKETCH Did someone you read about (upstander, nonconformist, resister, revolutionary) inspire you? Go to the Biography Maker and follow the steps outlined to create a biographical sketch of that person.the Biography Maker RUBRIC

21. Congratulations! You made it! Please take a few minutes to fill out this Student Self-Assessment to give me feedback for the future.Student Self-Assessment Thanks for participating!

22. THE FOLLOWING PAGES ARE CORE CONNECTIONS, EXPLANATIONS, BIBLIOGRAPHY INFORMATION AND A LIST OF ALL HANDOUTS USED IN THIS WEBQUEST. IF YOU HAVE QUESTIONS OR SUGGESTIONS, PLEASE EMAIL ME AT HEATHEBA@YAHOO.COM HEATHEBA@YAHOO.COM For Teachers

23. Core Connections Here are some terms & skills you need to know about and develop: Primary sources Secondary sources Supporting your opinion with facts and details Utah LA Standard 3 Objective 2 (Written Communication of Inquiry): Write to demonstrate understanding of an idea or concept. Select an appropriate format to demonstrate understanding. Gather information from more than one source. Report information by paraphrasing, summarizing, and/or quoting from sources. Utah LA Standard 3 Objective 3 (Oral Communication of Inquiry): Participate in and report on small group learning activities. Determine the purpose for small group learning activities (e.g., to respond to writing, to acquire information, to present ideas, to clarify understanding). Identify and assume responsibility for specific group tasks, including asking relevant questions. Respond appropriately to group members' questions and contributions. Present group reports.

24. Socratic Seminar What is a Socratic seminar? "The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent thinking" (Adams). "Socratic questioning recognizes that questions, not answers, are the driving force in thinking. Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. They also provide a forum to expand participants' familiarity with works drawn from many cultural sources. Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. A good seminar is more devoted to making meaning than to mastering information. Seminars strengthen participants' learning by getting them actively engaged in rigorous critical thought. Practical activities are always followed by periods of reflection and discussion about what has been experienced. The goal here is to allow learners to create a community of inquiry for the purpose of making meaning cooperatively" (Raider). http://www.greece.k12.ny.us/instruction/ELA/SocraticSeminars/overview.htm

25. Teacher Info This WebQuest is intended to be part of a larger unit on identity. This piece of that unit is to encourage students to think about what standing for something means and how/when to do that. It is also intended to give them research/inquiry skills in a subtle way as we explore primary and secondary sources of information. The final projects are student choice, but are evaluated using the same rubric for content and engagement with the information. For further information on Socratic seminars, a quick Google search will yield a great deal of ideas and how-tos.

26. These documents accompany the various tasks of the WebQuest. Full List of Handouts/Worksheets Used in this WebQuest Currently in MS Word 2007 Form AForm A (nonconformity) Form BForm B (resistance) thinking sheetthinking sheet (predictions & comparisons) Transcript of the VideoTranscript of the Video (about upstanders) tally formtally form (for Socratic seminar) RUBRICRUBRIC (for final projects) Student Self-Assessment

27. Bibliography "What is a Primary Source?." Research Help. Princeton University Library. 6 May 2008. Greenspun, Phillip. "Dachau Concentration Camp Photo Essay." Photo.net: A Community of Photographers. 1999. 6 May 2008. "Eyewitness to History." Pathways to Freedom: Maryland and the Underground Railroad. Thinkport & Maryland Public Television. 14 Apr 2008. Irizarry, Susan. "Sometimes Noise is a Beautiful Thing." Holocaust Remembrance Project. 2006. Holland+Knight Charitable Foundation, Inc.. 19 Apr 2008. Curtis, Bob. "Authority, Conformity, Obedience and the Holocaust." View on the Bill of Rights. 2008. 19 Apr 2008. "Holocaust Encyclopedia: Jewish Resistance." United States Holocaust Memorial Museum. 19 February 2008. USHMM.org. 19 Apr 2008. "Jewish Resistance during the Holocaust." Wikipedia. 13 April 2008. 19 Apr 2008. Woodard, Loraine. "Using Picture Books to Explore Identity, Stereotyping, and Discrimination." Read Write Think. 3 May 2006. NCTE/IRA. 27 Mar 2008.

28. Annotated Bibliography "What is a Primary Source?." Research Help. Princeton University Library. 6 May 2008. Greenspun, Phillip. "Dachau Concentration Camp Photo Essay." Photo.net: A Community of Photographers. 1999. 6 May 2008. The comments left by visitors to this site are valuable in and of themselves. Personal experiences about their own visits to Dachau as well as stories that were told to them while they were there. "Eyewitness to History." Pathways to Freedom: Maryland and the Underground Railroad. Thinkport & Maryland Public Television. 14 Apr 2008. This could be such an interesting tie-in to the idea of “resistance” and making change happen. The biographical sketches here are great reading lessons as well as good information. Eyewitness accounts include Harriet Tubman, Frederick Douglass, James Pennington, Caroline Hammond, Josiah Henson, and Charles Ball (escaped slaves & abolitionists). When my 8th grade students are learning about slavery and the Civil War, I unofficially piggy-back on the topic by doing mini-research and literature studies (historical fiction and biographical) at the same time. I’d like to tie it to the theme of identity and the idea that people make a difference—not to be famous, but because it’s the right thing to do. An interactive site of primary source documents written by escaped slaves such as Harriet Tubman, Frederick Douglass and others. Good reading help, too.James PenningtonCaroline HammondJosiah Henson Irizarry, Susan. "Sometimes Noise is a Beautiful Thing." Holocaust Remembrance Project. 2006. Holland+Knight Charitable Foundation, Inc.. 19 Apr 2008. “My voice is my most powerful weapon in my war against discrimination, prejudice, and violence. Courage to speak out and sympathy for the suffering remain my closest allies in the fight I face. Silencing my noise would be the worst betrayal of the Holocaust victims and those who suffer from genocide. I must guard myself against becoming numb to evils that exist in our world. Apathy caused the deaths of millions, and it allows for genocide to occur in Sudan today. When one becomes apathetic to the horrors of genocide, evil has won. Therefore, I must break free from the cages of fear and conformity and raise my voice in memory of those who have been silenced and in defense of those who still suffer. I must make noise.” Curtis, Bob. "Authority, Conformity, Obedience and the Holocaust." View on the Bill of Rights. 2008. 19 Apr 2008. An interesting analysis of the Holocaust and deaths due to people “following orders” (being conformists). Great quotes that provide food for thought. (As a disclaimer, this is linked from a Bill of Rights Libertarian perspective, so it will be important to point out the philosophical bias of the author—a great connection with point of view, though.) It also does not limit itself to the Holocaust, but other examples in modern history that illustrate the “potential of the being the lackey of a despot.” "Holocaust Encyclopedia: Jewish Resistance." United States Holocaust Memorial Museum. 19 February 2008. USHMM.org. 19 Apr 2008. This site includes first person accounts of Jewish resistance and escape. At the bottom of the page are related links and related articles, including a full 56-page PDF file all about resistance with pictures and information (follow this link for the PDF file: http://www.ushmm.org/education/foreducators/resource/resistance.pdf). I think I would use this as background knowledge about resistance in general because it has both Jewish resistance (individual and groups) as well as non-Jewish resisters. There is so much information available at this site that it needs to be carefully guided so that students don’t get “lost.” My main goal is not to know everything about the Holocaust— just the resistance and standing for something/someone. "Jewish Resistance during the Holocaust." Wikipedia. 13 April 2008. 19 Apr 2008. Use this site as an introduction—even before going to resources at the US Holocaust Memorial Museum website. This has a general overview of resistance and I want my students to read this excerpt, if nothing else: “Yehuda Bauer …wrote that resistance to the Nazis comprised not only physical opposition, but any activity that gave the Jewish people dignity and humanity in the most humiliating and inhumane conditions. Bauer disputes the popular view that most Jews went to their deaths passively. He argues that, given the conditions in which the Jews of Eastern Europe had to live under and endure, what is surprising is not how little resistance there was, but rather how much.” I’d like students to come to understand that taking a stand doesn’t necessarily have to be “armed” or “huge.”Yehuda BauerEastern Europe Woodard, Loraine. "Using Picture Books to Explore Identity, Stereotyping, and Discrimination." Read Write Think. 3 May 2006. NCTE/IRA. 27 Mar 2008. *This is a site for teacher background, not student visiting. But I would incorporate the ideas here either to introduce the webquest and/or in the midst of it to build background knowledge and synthesize learning along the way. I love the questions here: Is identity how we define ourselves or how others define us? Is it the same? Why is identity important? What are some examples of stereotypes we or others might have? How can they be harmful? How can they lead to discrimination? Your goal is to lead students to understand that identity is how we view and define ourselves and what we’re like. We are also affected by how others see us, but we can learn to define our own identities and reject negative labels that others might put on us. A stereotype is an oversimplified opinion that every member of a certain group of people always acts or looks a certain way. Stereotypes can keep us from seeing what an individual is really like and make us reject people before we know them. Discrimination is when we treat someone unfairly because he or she is different; it may be a consequence of stereotypes. These are all issues I want to explore with students. It’s worth visiting the site for that information alone, but there’s MORE! Literature connections to illustrate and elaborate on identity and discrimination.

29. Work in Progress This WebQuest is a work in progress. The document listed below is a collection of my thinking as I was developing this WebQuest. Some elements made it into the WebQuest, others are still to come or may be addressed in a different way. I just wanted to keep all of my thinking in one place for when I revisit it. Full Summary Final Reflections Final things that occur to me (a clipboard of sorts) http://www.answers.com/topic/anarchyhttp://www.answers.com/topic/anarchy (maybe do anarchy as a vocab word too?) Democracy? The original lesson plan outline. The original lesson plan outline